Unit 2 This is my sister教案
Teaching aims
1. 学会表述家人的称谓。
2. 能听懂有关介绍家庭成员的对话。
2. 学会介绍家人。
3. 学会用特殊疑问句来询问家人的称谓。
Language points
1. 词汇：1)名词n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family
2)代词pron. those, who, these
3)感叹词interj. oh
2. 句型：This/That is …
These/Those are …
Who’s she? She’s …
Difficulties
1. 表示人物称谓的名词的读音及拼写。
2. 名词复数的正确使用。
Teaching steps
1. Warming-up and revision
（1）Daily greetings to the students
T: Hello, What’s your name?
S: My name is …
T: Nice to meet you!
S: Nice to meet you, too!
(2) Revision
1）T: What’s this in English? (Show some pictures or play PPT)
S: It’s a jacket.
T: Spell it, please.
S: J-A-C-K-E-T, jacket.
T: What color is it?
S: It’s purple.
2）T: Is he Eric? （指着某个学生进行问答。）
S: Yes, he is.
T: Is she Cindy?
S: No, She isn’t. She’s Helen.
T: What’s his name?
S: His name is Bob.
3）T: This is ... （利用书上所出现的人物图片引导学生说出名字。）
S: Alice. This is Alice.
T: These are …
S: Mike and Tom. These are Mike and Tom.
T: That is …
S: Frank. That is Frank.
T: Those are …
S: Cindy and Dale. Those are Cindy and Dale.
【教学设计说明】复习前几个单元的基本句型，是对所学知识的回顾，也是正式上课前的热身。让学生指认班上的同学并询问姓名，把学生的语言交际放在真实的情境中，可以极大地调动学生的学习兴趣。通过复习学生已知的人物，引出介绍人物的句型。

2. Presentation
T: What’s this in English?
S: (Teacher helps the students to say) It’s a picture/photo.
T: Yes, this is a picture of a family.
Can you see the woman? This is my mother. (板书mother) She is my mother.
Read after me, mother.
S: Mother, mother, mother.
T: Can you see the man? That is my father. (板书father) He is my father.
S: Father, father, father.
T: Mother is my parent. Father is my parent, too. （板书parent）These are my parents. (板书these, parents) They are my parents.
Read after me.
Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s”，如：pen→pens, parent→parents；
（以此方法将图片上的grandfather, grandmother, grandparents, brother, sister引出）
【教学设计说明】借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教学生朗读，以确保他们发音的正确。在此环节的最后，说明可数名词单数变复数的最基本用法，为后面进一步的学习埋下伏笔。

3. Work on 1a
1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture.
2) Check the answers.
3) Ask some individuals to read aloud the words.
【教学设计说明】说到match的时候用手做比划，示范什么是match。学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。

4. Drill
T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand?
T: OK. Let’s begin. Tom, Stand up, please. Your letter is “e”.
Tom: This is my grandfather.
T: Good job. Next one is …
【教学设计说明】让学生扮演图片中的人物Dave，是帮助他们用第一人称来介绍家庭成员，进一步熟悉刚学到的新词汇。

5. Work on 1b
（1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in the picture.
（2）Play the recording for the first time. Students only listen.
（3）Play the recording for the second time. Students listen and circle the words they hear.
（4）T: Do you get the answers? Who does the boy talk about?
S: …
T: Well done. Who does the boy talk about?
S:
（5）Play the recording again for the students to listen and repeat.
【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。
6. Presentation
Draw a boy and two boys on the board and present the sentences:
1) This is my friend. These are my friends. （教师站在黑板近处）
Who’s he? He’s my friend.
Who are they? They are my friends.
2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方）
Who’s he? He’s my brother.
Who are they? They are my brothers.
【教学设计说明】此环节通过教师所站的位置来表示this，these 和that，those的区别，同时也让学生明白单复数形式表达的词汇是不同的。

7. Work on 1c
（1）T: Now you are Dave. Please introduce your family to me. You can use “That’s my … Those are my …”
（2）T: Who’s she/he?
S: He/She is my …
（3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let’s learn the culture: (中外家庭亲属成员之间称谓的文化差异)
【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。

8. Work on 2a & 2b
（1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud.
（2）T: Now let’s listen to the recording carefully and circle the words you hear.
（3）T: Can you get the answers? Please check the answers.
（4）T: Please look at 2b. I’ll play the recording once again, and you match the words with the people in the picture. （强调match）
（5）T: Who is Jenny?
S: She is “d”.
T: Who’s …?
S: …
【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到的内容辨认图中的人物。

9. Work on 2c
（1）Teacher points at the picture and practices with the students.
T: Please look at the picture again. Who’s she?
S: She’s Cindy.
T: Who’s he?
S: He’s her father.
（2）Now you can practice talking about the photo in 2b in pairs.
【教学设计说明】此环节先通过教师与学生的对话示范，让学生清楚教师的意图—怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌握本堂课的内容。

10. Homework
1. 朗读并熟记第7页的单词和句子。
2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。）